▪Four positions
are in processing of being filled (Physics, English, Auto, Nursing)

▪Positions filled
by people on a temporary basis are included on list.

▪Incuments in
temporary positions can continue on a yearly basis. At the end of seven years,
they need to be converted into permanent positions. Incumbent can automatically
go into the position w/o a search being done. If incumbent does not want to
take the permanent position, then a search will be conducted.

▪Collective
Bargaining Agreement states that if we maintain those positions with people in
them for seven years, that they get converted into permanent positions, and the
search is not necessary.

▪The remedial
positions are filled & funding is available.

▪We will not
approve the budget for the campus until we have a spreadsheet for all of the
positions.

▪Liberal Arts
majors, numbers increased from 494 in 1986 to 1,195 in 2004.

▪The Liberal Arts
major is now a larger contributor to overall head count, however, it is not a
majority.

▪Unclassified is
a fairly high percentage. Important because it begins to impact academic
programs, how we are responding to groups of people or students.

▪One part of the
discussion is how the counselors are dealing with this

▪Another part has
to do with data and the fact that students at a certain point decide that they
are classified. Unless they engage with a counselor, or they are talking to a
person in their program.

▪Part of the
discussion is taking place at the System Level when looking at the whole
program review process. Is there a way that we can insure, in banner, that when
students enroll online something triggers the question, “You are classified as
unclassified, Do you want to change that? To what?” The problem is it does not engage
the student with a counselor or a faculty member.

The annualProgram Review analysis:

▪The Deans’ criteria are “what are the pieces
that we have in our Program Review in looking at forwardness?”

▪At this point
these are the ones that we got the most information on and are the most
relevant:

▪Centrality to
the Mission of the Institution: Does the program meet with the Institutional needs? The Department of
Labor Employment Outlet provides the data on workforce demands (jobs available
on Maui and in Hawaii).

▪Graduation
Rate: Number of graduates divided by
the number of majors.

▪Placement in
Employment: Job placement.

▪Plan of
Action: How has the program
addressed previous plans and is there an appropriate plan for 2005-2006?

▪Allocation of
Resources: Based on the data
contained in the program reviews, flexibility and response, community needs,
will additional resources make a difference? Does the program demonstrate a
culture of student centered learning and the evaluation of the additional
resources? If they are placed in the program.

▪Data Concerns: Fairly critical when looking at program review. We
don’t always have access to the needed information, or it may not be received
in a timely manner. Inaccurate coding of majors in banner is a real problem.
The caution when it comes to dealing with small numbers, depending on how many
students you’re talking about, one person graduating can change the graduation
rate.

▪AJ classes, is
at 72% meaning it’s the actual enrollment with maximum enrollment. It’s how many
seats and what is the actual fit in that class.

▪Graduation rate
is 29%, placement and employment, in related field, is 100%.

▪Need to look at
how much we spend on AJ and Soc. and see if there is a potential way of
creating a temporary position.

▪To look at a
group of students in terms of these criteria, need to look at them as a cohort.

▪Need to track
cohort all the way through the process which we don’t do. So we are looking at
raw data.

▪If we track a
cohort, it would provide a clearer picture of what the students are doing.

▪“Our students
don’t leave, they weave.” They weave in and out; they come and take classes,
and come back again.

▪We have a data
collection problem/challenge.

▪Need to
indentify the possibility of passing out the leaver survery along w/graduation
survery during graduation.

▪Cohort is part
of IPEDs data. Based upon first time/full time degree seekers. Indicated they
are pursuing a major. Did student graduate/ receive certificate? If student did
not graduate, did they transfer out? Much larger part-time than full-time.

Program Review for
Agriculture Program:

▪Plan of Action:
Normally one of two tracks, or both tracks, if the program is large enough.

▪One track is
scientifically oriented, comprise track so students can take the appropriate
courses and transfer to a four-year baccalaureate.

▪Second track is
skills oriented. A certain amount of science but skills oriented in landscape
management. Challenge is trying to accommodate a very small program.

▪Sustainable
Living Institute of Maui, MauiCommunity
College
will be working with EarthUniversity, we’ll be bringing in faculty from all over the
world who are going to be doing things with us, and we’ll have interns engage
in this process. Issues from the scientific formality may be addressed because
of this.

▪Agriculture is a serious proposition for us. We
need to figure out what our agenda is and how to make a difference.

Program Review for Auto
Body Repair:

▪Decline in full time students and graduation
because of Math, an issue for students in technical programs.

▪Another issue is the development of skills, as
soon as students have a level of skill; they are hired without a degree

▪Suzette & flo asked to look at a greater
collaboration between credit and non-credit.

▪students want to work on their vehicles so they
enroll in the program.